6-1: Charles G. and Hunter N. 6-2: Orlando O. and Ashley U. 6-3: Mitchell H. and Becca S. (Bonus) 6-4: Andrew J. (Bonus) and Orlando O. (Bonus) 6-5: Brandy C. (Bonus) and Allison M. (Bonus) 6-6: Hayden B. (Bonus) and Olivia G. (Bonus) 6-7: Charles G. (Bonus) and Keller H. (Bonus) 6-8: Tanya H. (Bonus) and Derik K. (Bonus) 6-9: Denae D. (Bonus) and Mitchell H. (Bonus)
Student Summaries:
the basic idea for finding distance or midpoint on a coordinate plane is to follow 1 of 2 formulas. the distance formula will give the distance between the two points and the midpoint formula will give you the point located half way between the two points. by Charles G.
Orlando O. We learn how to find the slope of a line. and how identify horizontal and vertical lines.
Ashley U.: It is about the slope of a line. Slope- the ratio of vertical distance change to horizontal distance change.
Student Summaries:
Orlando O. I this section we learnd how to write a linear inequalities in two variables and graph linear inequalities in two variables on the coordinate plane
Andrew J. - In section 6-4 you learned words like open half-plane, boundary, linear inequality, solution of the inequality, graph of an inequality, closed half-plane, and a test point. These words help describe the section and what is going on from pages 258-261. You should shade the above region witha a dashed line if y is grater than mx + b. You should also shade the above region if y is equal to or greater then mx + b with a solid line. You should shade below the region if y is less than mx + b with a dotted line. And you should shade below the region if y is equal to or less than mx + b with a solid line. Remember to label all points and axis correctly and use the formula y = mx + b to solve and then plot your answer.
Student Summaries: Section 6-5 discusses Linear and Nonlinear functions. This means functions that either create a line or those that do not create a line. The set of all possible values of x is called the domain and the set of all possible values for y is called the range. Functions are written in function notation. - Allison M.
Brandy C.- In section 6-5 We learned how to tell if the lines were a function or not they are a function if you can make a vertical line through and it only touches one point and if the x value doesnt repeat and x is domain is how far it is left or right and range is y which is how far it goes up and down.
Student Summaries:
This lesson talks about Quadratic functions. This makes the graph made a parabola. In the equation when the x value is negative the parabola points down which looks like an "n" and when it is positive the parabola points up to look like a "u"- Olivia G.
The lesson is about Quadratic Equations. A parabola is when it goes through all four quadrants. When a parabola points down the x-value is negative and when it opens up its a positive x-value. You need to be sure to label your x and y axis. - Hayden B.
6-7: Problem Solving Skills: Patterns and Functions
Student Summaries:
you follow a rule to find the function of X. F(X) means when you plug a number in for X you will find the answer for Y. tables help to find the patterns to find the functions. By Charles G.
in this lesson you also learn how to pull information from a word problem and plug it into an equation by using the five step system. the five step system is 1.read the text and pull all the information out. step 2. plan out what equation you will be using, step 3. solve the equation, step 4. is to make you you answered everything that the question asked. the final step would be to check it and if your answer = the check answer than you are correct. keller h.
Student Summaries:
The steps that you should follow to figure out direct variation begin with determine the eduation, assign variable, plug in and solve for K, plug K into original equation, and then solve the result is going to be a parabola. Direct Variation Formula is Y=KX. Direct Square Variation Formula is Y=KX SQUARED! Only the X.
-Tanya H.
Student Summaries: 6-9 This lesson is about inverse variations. The two formulas used for this is Inverse variation function- y=k/x and the other one is Inverse square variation function- y=k/x2.
These two are used through out this lesson and are put into the word problems to tell you what they are. An inverse variation is when one variable gets larger then the second variable gets smaller. Inverse square variation is when the independent variable is squared.
-Denae D.
Table of Contents
Chapter 6: Graphing Functions
Preview: Chapter 6 Preview 1011.pdfWiki Summaries
6-1: Charles G. and Hunter N.6-2: Orlando O. and Ashley U.
6-3: Mitchell H. and Becca S. (Bonus)
6-4: Andrew J. (Bonus) and Orlando O. (Bonus)
6-5: Brandy C. (Bonus) and Allison M. (Bonus)
6-6: Hayden B. (Bonus) and Olivia G. (Bonus)
6-7: Charles G. (Bonus) and Keller H. (Bonus)
6-8: Tanya H. (Bonus) and Derik K. (Bonus)
6-9: Denae D. (Bonus) and Mitchell H. (Bonus)
6-1: Distance in the Coordinate Plane
Notes: Section 6-1 Student 1011.pdfView the lesson:
Student Summaries:
the basic idea for finding distance or midpoint on a coordinate plane is to follow 1 of 2 formulas. the distance formula will give the distance between the two points and the midpoint formula will give you the point located half way between the two points. by Charles G.
6-2: Slope of a Line
Notes: Section 6-2 Student 1011.pdfView the lesson:
Student Summaries:
Orlando O. We learn how to find the slope of a line. and how identify horizontal and vertical lines.
Ashley U.: It is about the slope of a line. Slope- the ratio of vertical distance change to horizontal distance change.
6-3: Write and Graph Linear Equations
Notes: Section 6-3 Student 1011.pdfView the lesson:
Student Summaries:
6-4: Write and Graph Linear Inequalities
Notes: Section 6-4 Student 1011.pdfView the lesson
Student Summaries:
Orlando O. I this section we learnd how to write a linear inequalities in two variables and graph linear inequalities in two variables on the coordinate plane
Andrew J. - In section 6-4 you learned words like open half-plane, boundary, linear inequality, solution of the inequality, graph of an inequality, closed half-plane, and a test point. These words help describe the section and what is going on from pages 258-261. You should shade the above region witha a dashed line if y is grater than mx + b. You should also shade the above region if y is equal to or greater then mx + b with a solid line. You should shade below the region if y is less than mx + b with a dotted line. And you should shade below the region if y is equal to or less than mx + b with a solid line. Remember to label all points and axis correctly and use the formula y = mx + b to solve and then plot your answer.
6-5: Linear and Nonlinear Functions
Notes: Section 6-5 Student 1011.pdfView the lesson
Student Summaries: Section 6-5 discusses Linear and Nonlinear functions. This means functions that either create a line or those that do not create a line. The set of all possible values of x is called the domain and the set of all possible values for y is called the range. Functions are written in function notation. - Allison M.
Brandy C.- In section 6-5 We learned how to tell if the lines were a function or not they are a function if you can make a vertical line through and it only touches one point and if the x value doesnt repeat and x is domain is how far it is left or right and range is y which is how far it goes up and down.
6-6: Graphing Quadratic Equations
Notes: Section 6-6 Student 1011.pdfView the lesson
Student Summaries:
This lesson talks about Quadratic functions. This makes the graph made a parabola. In the equation when the x value is negative the parabola points down which looks like an "n" and when it is positive the parabola points up to look like a "u"- Olivia G.
The lesson is about Quadratic Equations. A parabola is when it goes through all four quadrants. When a parabola points down the x-value is negative and when it opens up its a positive x-value. You need to be sure to label your x and y axis. - Hayden B.
6-7: Problem Solving Skills: Patterns and Functions
Notes: Section 6-7 Student 1011.pdfView the lesson
Student Summaries:
you follow a rule to find the function of X. F(X) means when you plug a number in for X you will find the answer for Y. tables help to find the patterns to find the functions. By Charles G.
in this lesson you also learn how to pull information from a word problem and plug it into an equation by using the five step system. the five step system is 1.read the text and pull all the information out. step 2. plan out what equation you will be using, step 3. solve the equation, step 4. is to make you you answered everything that the question asked. the final step would be to check it and if your answer = the check answer than you are correct. keller h.
6-8: Direct Variation
Notes: Section 6-8 Student 1011.pdfView the lesson
Student Summaries:
The steps that you should follow to figure out direct variation begin with determine the eduation, assign variable, plug in and solve for K, plug K into original equation, and then solve the result is going to be a parabola. Direct Variation Formula is Y=KX. Direct Square Variation Formula is Y=KX SQUARED! Only the X.
-Tanya H.
6-9: Inverse Variation
Notes: Section 6-9 Student 1011.pdfView the lesson
Student Summaries:
6-9 This lesson is about inverse variations. The two formulas used for this is Inverse variation function- y=k/x and the other one is Inverse square variation function- y=k/x2.
These two are used through out this lesson and are put into the word problems to tell you what they are. An inverse variation is when one variable gets larger then the second variable gets smaller. Inverse square variation is when the independent variable is squared.
-Denae D.
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